7. Pass It On - During Reading - Constructing Strategy Instructional Grouping ·Rationale: I use this reading strategy to help students work together to build continuity and fluency in their writing.My rationale for using this and using it with instructional grouping is to provide students with opportunities for creative interaction with concepts and ideas from any content area. Students learn best when they have to think critically about a topic and this happens when dialogue between each other takes place.
·Courses in which it could be implemented: Eighth grade Language Arts inclusion, regular Language Arts, and Accelerated Language Arts students use this. However, students in science or history could possibly use it to build continuity within their writing in the conent areas. Students could build this continuity by giving a topic related to the subject being taught and have students write on it.
·Diverse learners: All learning styles benefit from this strategy.All students can use this strategy to build fluency in their writing. This strategy works well with a diverse group of learners because we know the only way to build continuity and fluency within students' writing is to WRITE every day if possible. This is important for the struggling students as well as those students who possess strong writing skills already.
·Procedure: 1.The teacher begins by creating and reading a brief outline of a possible scenario based upon a current topic the class is studying.Sometimes I give a short prompt:It was a dark and stormy night…………or The principal bellowed over the intercom…………….
2.The teacher poses speculative questions to the class based on the scenario.
3.The class then divides into groups of three to develop the outline into a complete scenario.
4.The group members alternate writing for five minutes, each building on the previous writing.
5.Next the group members review and revise their scenario.
6.Each group reads its scenario to the whole class.
7.These drafts may be used as a springboard for more polished work.
·Potential Issues: Some students may get restless when it isn’t their turn to write, so a modification would be to change the procedure so that each member of the small group is writing simultaneously.
·References (Bibliography Information & Cross reference the Resource Binder): Stephens, E. C. & Brown J. E. (2005). A handbook of content literacy strategies:125 practicalreading and writing ideas. Strategies for constructing (pp. 166). Norwood, MA: Christopher-Gordon.
Instructional Grouping
· Rationale:
I use this reading strategy to help students work together to build continuity and fluency in their writing. My rationale for using this and using it with instructional grouping is to provide students with opportunities for creative interaction with concepts and ideas from any content area. Students learn best when they have to think critically about a topic and this happens when dialogue between each other takes place.
· Courses in which it could be implemented:
Eighth grade Language Arts inclusion, regular Language Arts, and Accelerated Language Arts students use this. However, students in science or history could possibly use it to build continuity within their writing in the conent areas. Students could build this continuity by giving a topic related to the subject being taught and have students write on it.
· Diverse learners:
All learning styles benefit from this strategy. All students can use this strategy to build fluency in their writing. This strategy works well with a diverse group of learners because we know the only way to build continuity and fluency within students' writing is to WRITE every day if possible. This is important for the struggling students as well as those students who possess strong writing skills already.
· Procedure:
1. The teacher begins by creating and reading a brief outline of a possible scenario based upon a current topic the class is studying. Sometimes I give a short prompt: It was a dark and stormy night…………or The principal bellowed over the intercom…………….
2. The teacher poses speculative questions to the class based on the scenario.
3. The class then divides into groups of three to develop the outline into a complete scenario.
4. The group members alternate writing for five minutes, each building on the previous writing.
5. Next the group members review and revise their scenario.
6. Each group reads its scenario to the whole class.
7. These drafts may be used as a springboard for more polished work.
· Potential Issues:
Some students may get restless when it isn’t their turn to write, so a modification would be to change the procedure so that each member of the small group is writing simultaneously.
· References (Bibliography Information & Cross reference the Resource Binder):
Stephens, E. C. & Brown J. E. (2005). A handbook of content literacy strategies: 125 practical reading and writing ideas. Strategies for constructing (pp. 166). Norwood, MA: Christopher-Gordon.